Ten Day Unit on Culture

Culture Unit

5

th

Grade

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Table of Contents

o List of Goals o Concept Map o Activity Map o Teaching Schedule

Lesson Plans o Day 1: Introduce The Sign of the Beaver o Day 2: Double Entry Journals o Day 3: The Reading Lesson o Day 4: Open Minded Portraits o Day 5: Open Minded Portraits o Day 6: Retelling o Day 7: Wrap Up The Sign of the Beaver o Day 8: Introduce Cheyenne Again o Day 9: Venn Diagrams o Day 10: Quilts o Plans for Formal Assessment o Double Entry Journals Rubric o The Reading Lesson Rubric o Open Minded Portraits Rubric o Venn Diagram on The Sign of the Beaver and Cheyenne Again Rubric o Quilts Rubric o Participation Rubric o Bibliography

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English Language Arts Grade Level Content Expectations

Vocabulary

Students will…

 R.WS.05.07: In context, determine the meaning of words and phrases including symbols, idioms, recently coined words, content vocabulary, and literary terms using strategies and resources including analogies, content glossaries, and electronic resources.

Narrative Text

Students will…

 R.NT.05.01: Analyze how characters and communities reflect life (in positive and negative ways) in classic, multicultural, and contemporary literature recognized for quality and literary merit.

 R.NT.05.03: Analyze how characters’ traits and setting define plot, climax, the role of dialogue, and how problems are resolved.

Comprehension

Students will…

 R.CM.05.01: Connect with personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses.

 R.CM.05.02: Retell through concise summarization grade-level narrative and informational text.

 R.CM.05.03: Analyze global themes, universal truths, and principles within and across text to create a deeper understanding by drawing conclusions, making inferences, and synthesizing.

Metacognition

Students will…

 R.MT.05.01: Self monitor comprehension when reading or listening to text by automatically applying and discussing the strategies used by mature readers to increase comprehension including: predicting, constructing mental images, visually representing ideas in text, questioning, rereading or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions.

 R.MT.05.02: Plan, monitor, regulate, and evaluate skills, strategies, and processes to construct and convey meaning (e.g. decoding unfamiliar words); select an appropriate text type from known genre for particular writing purposes and use theory/evidence, cause/effect, and persuasive organizational patterns.

Reading Attitude

Students will…

 R.AT.05.01: Be enthusiastic about reading and do substantial reading and writing on their own.

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Discourse:

Students will…

 S.DS.05.01: Engage in interactive, extended discourse to socially construct meaning in book clubs, literature circles, partnerships, or other conversation protocols.

 S.DS.05.02: Discuss narratives (e.g. mystery, historical fiction, tall tales, science fiction), conveying the story grammar (e.g. traits of characters, relationship between setting and climax/anticlimax), while varying voice modulation, volume, and pace of speech to emphasize meaning.

 S.DS.05.03: Respond to multiple text types by analyzing content, interpreting the message, and evaluating the purpose.

Response:

Students will…

 L.RP.05.02: Select, listen to or view knowledgeably and respond thoughtfully to both classic and contemporary text recognized for quality and merit.

 L.RP.05.03: Respond to multiple texts types listened to or viewed knowledgeably, by discussing, illustrating and/or writing in order to clarify meaning, make connections, take a position, and/or show deep understanding without major misconceptions.

 L.RP.05.04: Combine skills to reveal strengthening literacy (e.g. viewing then analyzing in writing, listening then paraphrasing in writing).

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Teaching Schedule

This unit will take place over the time period of two weeks.

Week One

 Monday (Day One): Introduce The Sign of the Beaver

Time: 45 minutes

 Tuesday (Day Two): What Are Double Entry Journals

Time: 45 minutes

 Wednesday (Day Three): The Reading Lesson

Time: 45 minutes

 Thursday (Day Four): What Are Open Minded Portraits

Time: 45 minutes

 Friday: (Day Five): Construct Open Minded Portraits

Time: 45 minutes

Week Two

 Monday (Day Six): Mini Lesson on Retelling

Time: 45 minutes

 Tuesday (Day Seven): Wrap Up The Sign of the Beaver

Time: 60 minutes

 Wednesday (Day Eight): Introduce Cheyenne Again

Time: 45 minutes

 Thursday (Day Nine): Compare and Contrast The Sign of the Beaver and

Cheyenne Again

Time: 60 minutes

 Friday (Day 10): Quilts based on Culture Theme

Time: 50 minutes

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Day One

Lesson Topic: Introduction of the novel, The Sign of the Beaver

Goals:

Students will…





Objectives:

Students will…

 Participate in pre-reading activities that will allow them to think about the book, The Sign of the Beaver, in a more meaningful way.

 Engage in free writes that will allow them to think freely about the title of the book.

 Predict what the story will be about when looking at the front cover of the book.

Time Needed: 45 minutes

Special Materials:

 25 copies of The Sign of the Beaver

 Writing Journals

Opening:

 I will start off this unit by having students take out their writing journals and have them open up to a blank page.

 Write, The Sign of the Beaver on the board.

 Ask students to free write about this topic. Give students 3 minutes to do this.

 Ask for a few volunteers to share with the class what The Sign of the

Beaver means to them.

Procedure:

 After a few students have shared their ideas, tell students that today, we are going to start a unit on culture.

 Ask students to write about what culture means to them in their writing journals. Give students 2 minutes to do this.

 Ask for a few students to share what they wrote.

 Now tell the students that we are going to read the novel The Sign of the

Beaver and explore how different cultures can come together (assimilate) and learn many different things from each other.

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 Pass out the books. Make sure to tell students that they are responsible for keeping track of their book. They must treat this book with respect and bring it to class everyday.

 Have students predict what the story might be about by looking at the front cover. Have them write this in their writing journals.

 Ask for some volunteers to share their predictions.

 Have students open to page 1, we are going to read the first chapter out loud.

Closing:

 At the end of the chapter, ask students what they think of the book so far.

 Ask students if they have any other comments, predictions, or questions about the book.

 Explain to students that they will have reading homework for the next two weeks. They will be expected to read a few chapters each night because we will not have time to read aloud the entire book during class.

 Assign homework: Read chapters 2 though 4.

 I will end the lesson by asking for students to reflect on the book while they summarize what we did today during literacy.

 Collect students writing journals.

Simplifications and Extensions:

 Some students might have a hard time completing all of the pre-reading activities, if this is the case, then I will have them complete only the free writes that deal with looking at the cover of the book and predicting what the story is about.

 Some students might finish early with their predictions and if this is the case, then I will ask them to get out a book of their choice and have them read silently while the rest of the class finishes their predictions.

Informal Assessments:

 At the conclusion of the lesson, I will be collecting students writing journals. I will be looking at their free writes to see what they wrote about.

I will also be looking to see how they predicted what was going to happen throughout the book.

 I will also be informally assessing students during the different discussions. I want to see how students contribute to the class discussion and if they keep their conversation on topic.

Day 2

Lesson Topic: Create Double Entry Journals

Goals:

Students will…


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 R.WS.05.07: In context, determine the meaning of words and phrases including symbols, idioms, recently coined words, content vocabulary, and literary terms using strategies and resources including analogies, content glossaries, and electronic resources.



Objectives:

Students will…

 Set up their own double entry journals.

 Learn how double entry journals can enhance their reading comprehension.

 Know that writing in double entry journals will allow them to think more deeply about what they are reading including the information they are learning about in thematic units.



 The Sign of the Beaver

 Construction Paper

 Loose Leaf Paper

 Finished Product: Double Entry Journals

Opening:

 I will start off today’s lesson by having a few students summarize what they read about in chapters 2 though 4 last night for homework.

 Next, I will tell students that I am going to introduce them to double entry journals so that they can think more deeply about stories they are reading including the information they are learning during thematic units.

Procedure:

 I will display an example of a double entry journal on the overhead that will help students when they are creating their own journals.

 Give students directions on how to create double entry journals.

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 1. You are going to take a piece of construction paper and fold it in half

(like a hamburger).

 2. Then you are going to put in 10 pieces of loose leaf paper and staple them onto the construction paper. It will end up opening like a book.

 3. Write on the front of the construction paper: the books title, your name, and double entry journal.

 Once students have created their journals, I am going to explain to them how to use them.

 Students are going to divide the journal pages into two columns.

 In the left column, write the heading “Reading Notes.” Students will write about events they read about in a chapter, and in the right column, write the heading “Reactions.” Students will make personal connects to events.

 Students may relate a quote to their own lives, react to it, write a question, or make some other comment.

 Have students look at my example of a double entry journal from the first few chapters of The Sign of the Beaver.

 Ask students if they have any questions about double entry journals.

 Next, read aloud Chapter 5, while students follow along in their copies.

 At the conclusion of chapter 5, have students write in their double entry journals about something that caught their eye in chapter 5.

 Give students 10 minutes to do this.

Closing:

 Assign Chapters 7-9 for homework. Explain to students that they must respond in their journals to either chapter 7, 8, or 9 for homework. I will be checking them the next day to make sure that students did this.

 Ask for student volunteers to explain what double entry journals are.


 Some students might have a hard time completing double entry journals where they have to find elements in the story to write about. For those students, I would have already created their double entry journals. It would already be put together and they would find elements from the story already written in the left column. They would need to reflect on this element in the right column.

 For my more advanced students, I would have them write in their double entry journals for every chapter that they read. This would enhance their comprehension of the story and help them to focus each individual chapter.


 I will be assessing how my students follow directions during my instruction on how to complete double entry journals.

Formal Assessment:

** See attached rubric for the grading criteria for the Double Entry Journals.

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Day 3

Lesson Topic: The Reading Lesson

Goals:

Students will…





Objectives:

Students will…

 Create a plan that would enable them to teach someone to how to read.

 Use their best teaching/reading ideas to complete the reading lesson form.




 The Reading Lesson Worksheet

Opening:

 I will start off today’s lesson by have a few students summarize what they read about in chapters 7 though 9 last night for homework.

 Next, I will tell students that today they are going to be the teachers. They will be coming up with a lesson plan on how to teach someone to read.

Procedure:

 First, read chapter 10 aloud to students. Have students follow along in their books.

 Next, ask students to think about how they would go about teaching someone to read.

 Have students think of the ways that helped them learn how to read. What strategies were used?

 Write on chart paper student’s ideas.

 Pass out the Reading Lesson Worksheet and go over the directions with students.

 Directions: Saknis believed it was important for Attean to learn to read.

Attean did not agree with his grandfather, and he reluctantly began his reading lessons. Matt tried hard to make the reading lessons meaningful.

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He knew Attean must learn the alphabet, recognize some simple words, and arrange letters to form words. Matt also knew that Attean would want to read more if he knew how wonderful books were. That is why Matt read

Robinson Crusoe to Attean.

 Do you think that you could teach someone to read?

 Use your best teaching/reading ideas to complete this “Reading Lesson” form.

 Read over each question with the class.

Closing:

 Ask students if they have any questions about what they will be doing.

 Tell students if they do not complete The Reading Lesson Worksheet in class, then they must take it home for homework.

 Assign Chapters 11-12 for homework. Explain to students that they must respond in their journals to either chapter 11 or 12 for homework. I will be checking them the next day to make sure that students did this.


 Some students might have a hard time completing the reading lesson form. Give them a different worksheet. This sheet will ask students to recall the methods that were used to teach them how to read. There will be a variety of questions on the worksheet including “At what age did you learn the alphabet” and “What the first book that you read by yourself.”

Students will have to fill out this sheet while the rest of the class fills out the reading lesson worksheet.

 For my more advanced students, I would have them fill out the reading lesson worksheet and I would have them take it one step further. I would ask these students to find a book that would be appropriate for a beginning reader. They would need to look through a variety of books and have to pick out which books are appropriate for beginning readers.


 I will be looking to see how students work independently during this activity. I will also be looking to see that they put their best effort in to completing this assignment.


** See attached rubric for the grading criteria for the Reading Lesson.

The Reading Lesson

Saknis believed it was important for Attean to learn to read. Attean did not agree with his grandfather, and he reluctantly began his reading lessons.

Matt tried hard to make the reading lessons meaningful. He knew Attean must learn the alphabet, recognize some simple words, and arrange letters to form

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words. Matt also knew that Attean would want to read more if he knew how wonderful books were. That is why Matt read Robinson Crusoe to Attean.

Do you think that you could teach someone to read?

Use your best teaching/reading ideas to complete this “Reading Lesson” form.

The Reading Lesson by: ______________

1. This is how I would motivate a non-reader to want to learn to read.

2. This is the book that I think a non-reader would enjoy hearing more than any other. I have also explained why this book is so appropriate.

3. This is how I would begin to teach a non-reader to read.

4. This how I would teacher a non-reader the letters of the alphabet.

5. This is how I would teach a non-reader the sounds of the letters.

6. Here are some things that I would do to teach reading to a non-reader.

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Our reading lesson would last _________ per day. (Give answer in minutes or hours)

Our reading lesson would be ___________ time(s) a week.

List an additional resources or activities that could help you teach a non-reader to read.

Day 4

Lesson Topic: Open Minded Portraits

Goals:

Students will…





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Objectives:

Students will…

 Think more deeply about a character and reflect on story events from the character’s viewpoint.

 Draw an open minded portrait for one of the characters from The Sign of the Beaver.





 Pencils

 Crayons, Markers

Opening:

 Start off today’s lesson by having a few students summarize what they read about in chapters 11 and 12 last night for homework.

 Next, tell students that today they are going to make an open mind portrait.

 Ask students if they know what an open minded portrait is.

Procedure:

 Explain to students that open minded portrait allows us to think more deeply about a character and they let us reflect on story events from the character’s viewpoint.

 Provide students with an example of an open minded portrait. Create one of Lina (The City of Ember) which is a book that we read aloud as a class.

 Tell students that open minded portraits have two parts, the face of the character is drawn on the first page, and the mind of the character is explored throughout several pages that are placed behind the first page.

 Before students begin their own open minded portraits for characters in

The Sign of the Beaver, brainstorm different elements that they could include in their characters mind.

 After the class has brainstormed different ideas, explain the different steps involved when doing an open minded portrait.

 But first, ask students to write their ideas on paper and look them over to make sure that they are on the right track.

 Tell students that they will have two days in class to work on this; they do not need to rush.

 1. Make a portrait of the character. Students draw and color a large portrait of the head and neck of a character in a book they are reading.

 2. Assemble the open-minded portrait. Students cut out the character’s portrait and trace around the characters head on several more sheets of paper. Students include several “mind” pages to show what the character is thinking at important points in the story. Next, they cut out the “mind” pages and place them in order. The portrait goes on top, and the “mind”

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pages go behind it. They then attach the portrait and the “mind” pages with a staple to a sheet of heavy construction paper; it is important to place the staple at the top of the portrait so that there will be space to write and draw on the “mind” pages.

 ** Tell students that they must have at least 3 mind pages.

 Once students have completed steps 1 and 2, we will read chapter 13 together as a class.

Closing:

 Tell students that tomorrow, in class, they will finish up their open minded portraits.

 Assign Chapters 14, 15, and 16 for homework. Remind students that they must respond in their journals to either chapter 14, 15, or 16 for homework. I will be checking them the next day to make sure that students did this.

 Ask for a student volunteer to summarize what they learned today.


 All students will be able to complete this assignment. I will be looking for more complex portraits from my higher students and I will be looking for more simple portraits from my lower students, for example, they will only be required to complete one mind page instead of three.


 I will be looking to see how students follow directions and how they use their class time. I will also be looking for understanding of the characters in the book when they complete their portraits.


** See attached rubric for the grading criteria for the Open Minded Portraits.

Day 5

Lesson Topic: Open Minded Portraits (Continued)

Goals:

Students will…



 R.MT.05.01: Self monitor comprehension when reading or listening to text by automatically applying and discussing the strategies used by mature readers to increase comprehension including: predicting, constructing mental images, visually representing ideas in text, questioning, rereading

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or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions.


Objectives:

Students will…

 Think more deeply about a character and reflect on story events from the character’s viewpoint.

 Draw an open minded portrait for one of the characters from The Sign of the Beaver.





 Pencils

 Crayons, Markers

Opening:

 Start off today’s lesson by having a few students summarize what they read about in chapters 14, 15, and 16 for homework last night.

 Ask students to review what we did yesterday during literacy.

 Ask students to recall what an open minded portrait is.

 Have students take their open mind portraits out of their desks, along with their planning sheets.

Procedure:

 Continue to go over the steps needed to create an open minded portrait.

 3. Design the “mind” pages. Students lift the portrait and draw and write about the character, from the character’s viewpoint, on the “mind” pages.

They focus on what the character is thinking and doing at various points in the story.

 Ask students if they have any questions about open minded portraits.

 4. Share completed open-minded portraits. Once everyone has completed their portraits, I will ask for volunteers to share their portraits. They will need to talk about the words and pictures they chose to include in the

“mind” pages.

 After all volunteers have shared their portraits, read aloud chapter 17.

Closing:

 Assign Chapters 18 and 19 for homework. Remind students that they must respond in their journals to either chapter 18 or 19 for homework. I will be checking them the next day to make sure that students did this.

 Ask for a student volunteer to summarize what they learned today.


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 All students will be able to complete this assignment. I will be looking for more complex portraits from my higher students and I will be looking for more simple portraits from my lower students.


 All students will be able to complete this assignment. I will be looking for more complex portraits from my higher students and I will be looking for more simple portraits from my lower students, for example, they will only be required to complete one mind page instead of three.


** See attached rubric for the grading criteria for the Open Minded Portraits.

Day 6

Lesson Topic: Retelling

Goals:

Students will…





Objectives:

Students will…

 Work in pairs while practicing retelling.

 Learn how retelling can increase their comprehension of a selected text.

 Know how to retell (recall details of a story) in a way that will entice others to want to read the selected text.




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Opening:


 Next, tell students that today we are going to work on retelling.

 Ask them if they have ever had to recall the events of a story.

 Ask students what retelling is. Have them think about it for thirty seconds and then call on a few students to share their ideas of what retelling is.

Procedure:

 Explain to students that retelling is when you recall the events of a story..

 Provide students with an example of retelling. Tell them “In chapter 18,

Matt was rechecking the number of notches in the stick; he was worried because his dad should have been back with his family by now.”

 Since that was only a portion, a small portion, of what happened in chapter 18, have the students turn to their partner and finish retelling what happened in the rest of chapter 18.

 Walk around the room and sit with different partnerships and listen to what they are saying.

 Bring the class back together after about 5 minutes. Ask students what their partners had to say.

 After some discussion about what happened in the rest of chapter 18, read

20 out loud. Have the students follow along in their books.

 At the conclusion of the chapter, have students turn to their partners and have them retell what happened in chapter 20.

 Walk around the room and listen to what students have to say.

 After 3 minutes, have students tell their partner what they learned today.

Closing:

 Ask students if they have any questions about retelling.

 Tell students that retelling is a very important element of literacy. By retelling, you can persuade others to read the selected text.

 Assign Chapters 21 and 22 for homework. Remind students that they must respond in their journals to either chapter 21 or 22 for homework. I will be checking them the next day to make sure that students did this.


 In order to make this easier for some students, I will be creating the partnerships. This will allow all types of learners in my class be successful at this activity. I will partner up my high and my low students together.

This will give my higher students a chance to help out my lower students by clarifying any misconceptions that they might have about the book.


 I will be looking to see how students work in partnerships. I will walk around and making sure that students are talking about the book and only the book. I will also be looking to see how students get along with their partners.

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Day 7

Lesson Topic: Wrap Up The Sign of the Beaver

Goals:

Students will…









Objectives:

Students will…

 Discuss what they thought of the story.

 Analyze different components of the book including language and stereotypes.

 Look at the differences and the changes between the two cultures over the past 300 years.




Opening:


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 Tell students that today, they are going to be getting into groups and reading the last three chapters of the book. There will be some focus questions that will guide their discussion once they have completed the book.

Procedure:

 The focus questions include “What did you think of the story?” “Is this story realistic to our countries history?” “What did you think of the relationship between the Indians and the boy at the beginning of the book?” “Is this book an actual portrayal of how the Indians and the settlers got along back when the country was first founded?”

 Walk around and interact with different groups. Sit down and listen in to what they are talking about.

 Give students 40 minutes to read and to have their group discussions about the book, then bring the class together.

 Have students sit in a big circle so that everyone can look at each other.

 Discuss with students what they talked about in their groups. Encourage group members to tell me what the consensus was in their groups.

 Pose the questions: “Is this what we think of Native American’s today?”

“Did this book bring up any critical stereotypes?” “Do Native American’s talk this way and did the settlers talk this way about the Native

American’s?”

 Really listen to what every student has to say. I really want to know what students thought about this book. Ask them “What did you think of the book?”

Closing:

 Finally, a good wrap up for today’s discussion is “Would you recommend this book to someone, why or why not?”

 Collect student’s double entry journals.


 This lesson does not require any simplifications or extensions. During the group read aloud, a lower reader will be able to follow along in their own book. They will also be able to hold a conversation based on the questions posed. The higher students can read aloud in their groups if they would like to and they can also pose different questions to get their group members thinking on a higher level.


 I will be looking to see what students thought about the book. I want to know if they liked the book and how they contributed to the class discussion of the book.

Day 8

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Lesson Topic: Introduce Cheyenne Again

Goals:

Students will…









Objectives:

Students will…

 Predict what the story is about by hearing the title and seeing the cover of the book.



 Cheyenne Again

Opening:

 I will start off this lesson by having students take out their writing journals and have them open up to a blank page.

 Write, Cheyenne Again on the board.

 Ask students to free write about this topic. Give students 3 minutes to do this.

 Ask for a few volunteers to share with the class what Cheyenne Again means to them.

Procedure:

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 After a few students have shared their ideas, tell students that today, we are going to read a book called Cheyenne Again. Tell them that this book relates to our unit on culture.

 Invite students to come up to the front of the room. Have them sit next to their Making Meaning partners.

 Read aloud Cheyenne Again. Make sure to take the time to show the students the pictures.

 At the conclusion of the story, ask students to turn and talk to their partner. They need to focus in on what they thought of the book and how this book made them feel.

 Give students five minutes to do this and then bring the class back together and have them discuss what they talked about.

Closing:

 Ask students to sit and think about how this book made the Indian boy feel.

 Have students go back to their desks and write about their thoughts in their journals.


 This lesson does not require any simplifications or extensions. During the group read aloud, all students will be able to follow along since I will be reading the book aloud.


 I will be looking to see that all students are paying attention to the story during the read aloud. I will also be looking to see that all students are talking about the story during turn and talk. Finally, I will be looking to see how this story made students feel when I read their journals.

Day 9

Lesson Topic: Complete a Venn diagram on The Sign of the Beaver and

Cheyenne Again

Goals:

Students will…




 R.MT.05.02: Plan, monitor, regulate, and evaluate skills, strategies, and processes to construct and convey meaning (e.g. decoding unfamiliar

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words); select an appropriate text type from known genre for particular writing purposes and use theory/evidence, cause/effect, and persuasive organizational patterns.



Objectives:

Students will…

 Complete a Venn diagram comparing and contrasting the story elements of The Sign of the Beaver and Cheyenne Again.




 Cheyenne Again

 Paper/ Pencils

Opening:

 Ask students what we did yesterday during literacy.

 Tell them that today they are going to be working with both books, The

Sign of the Beaver and Cheyenne Again and constructing Venn diagrams.

 Ask students what a Venn diagram is.

Procedure:

 After a few students have shared their ideas about what a Venn diagram is, provide them with an example of one on the overhead.

 Guide them through the parts that ask students to write about how the books are different and how they are similar.

 Ask students if they have any questions about completing a Venn diagram for The Sign of the Beaver and Cheyenne Again.

 Give students 20 minutes to complete their Venn diagrams.

 Bring the class back together and have student share what they thought was both similar and different between the two books.

Closing:

 Ask students what they thought of completing the Venn diagram.

 Ask students how Venn diagrams can help them in their own learning.

 If students do not finish their Venn diagrams, then they will need to take them home and complete them for homework.


 For lower students, have them work with a partner to complete the Venn diagram. This will allow them to successfully complete the assignment.

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Working with a partner will allow them remember story elements from

The Sign of the Beaver.


 I will be looking to see that all students are focused on making their Venn diagrams. I will also be assessing students during the whole class discussion of the similarities and differences that they found between the two books.


** See attached rubric for the grading criteria for the Venn diagram.

Day 10

Lesson Topic: Quilts

Goals:

Students will…





Objectives:

Students will…

 Complete a quilt that will signify the end of the Culture unit.

 Highlight the theme of the unit when creating a quilt square.

 Present information that they have learned throughout the Culture unit.




 Markers & Crayons


 Cheyenne Again

 Note cards

Opening:

 Ask students what we did yesterday during literacy.

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 Tell them that today we are going to be ending our Culture unit. As a culminating activity, students will be designing quilt squares that will help to celebrate the two books that we have just finished reading.

Procedure:

 Give students directions on how to make a quilt.

 1. As a whole class, students will decide how to create their own quilt design based on the theme of culture. They will choose colors for their quilt that emphasize important ideas or concepts. This will be a whole class decision.

 2. Students will each make a square and add an important piece of information from the unit around the outside of the quilt square.

 Their square must contain at least one image that shows what culture means to them.

 3. Once they have completed their quilt square, I will assemble the quilt.

 Ask students if they have any questions.

 Give students time to construct their quilts.

Closing:

 Ask for a few volunteers to share their quilts with the class.

 Ask students what they thought of the culture unit. Pass out note cards and ask students to write one thing that they liked and disliked about the unit. They will also need to write about one thing that they learned during this unit.


 For lower students, have them draw a picture in their quilt square about their favorite part of the story. They can choose either The Sign of the

Beaver or Cheyenne Again to work with.

 For my higher students, I want them to not only draw a picture about what this unit meant to them in regards to culture, I also want them to write out an explanation on a separate sheet of paper that explains their quilt square.


 I will be looking to see that all students are focused on making their quilts.

I will be looking to see that all students contribute to the class discussion on what the quilt should look like.


** See attached rubric for the grading criteria for the Quilts.

28

Formal Assessment Plans

Graded Assignments:

 Double Entry Journals **

* A total of 12 possible points

 The Reading Lesson**


 Open Minded Portraits**


 Venn Diagram on The Sign of the Beaver and Cheyenne Again**


 Quilts**


 Participation**


**See Attached Rubrics**

29

Criteria

Reading

Notes

Double Entry Journals

Beginning

1

Events that are written down are not specific and are full of errors.

Developing

2

Events that are written down are vague and some important details are not included.

Secure

3

Events that are written down are accurate and detailed.

Points

Organization Ideas and entries seem to be randomly arranged.

Creativity There is little evidence of creativity in the journal responses.

The author does not seem to put much thought into their responses.

Completion Several of the journal entries were not completed.

Additional Comments:

Total Points:

The journal is a little hard to follow. The entries are sometimes not clear and the pages are not in logical order of the readings.

The journal responses contain few creative details and/or descriptions, but they distract from the reading notes.

All but 2 of the journal entries were completed.

The journal is very well organized. The journal pages follow the logical order of the readings.

The journal responses contain many creative details and/or descriptions that contribute to the reader's understanding.

All 9 journal entries were completed.

30

Creativity There is little evidence of creativity in the teaching ideas.

The Reading Lesson

Criteria Beginning

1

Reflection There is little evidence of opportunities for reflection by both the teacher and the student.

Developing

2

The teaching ideas contain few opportunities for reflection by both the teacher and the student.

The teaching ideas contain few creative details and/or descriptions.

Secure

3

The teaching ideas contain many opportunities for reflection by both the teacher and the student.

The teaching ideas contain many creative details and/or descriptions.

Points

Completion Several of the questions are not completed.

All but 2 of the questions are completed.

All questions are completed.


Total Points:

31

Open Minded Portraits

Criteria

Quality of

Construction

Attention to

Theme

Beginning

1

The portrait was put together sloppily.

Smudges, stains, rips, uneven edges, and/or stray marks are evident.

The student's explanations are weak and illustrate a difficulty in understanding how to relate items to the assigned theme.

Creativity

Time and

Effort

There is little evidence of creativity in the portrait.

Class time was not used wisely and the student put in no additional effort.

Developing

2

The portrait shows some attention to construction.

A few barely noticeable stray marks, smudges or glue stains are present.

The student gives a fairly reasonable explanation of how most items in the portrait are related to the assigned theme.

Secure

3

The portrait shows considerable attention to construction.

There are no stray marks, smudges or glue stains.

The portrait responses contain few creative details and/or descriptions, but they distract from the purpose.

Class time was not always used wisely, but student did do some additional work at home.

The student gives a reasonable explanation of how every item in the portrait is related to the assigned theme. For most items, the relationship is clear without explanation.

The portrait contains many creative details and/or descriptions that contribute to the understanding.

Class time was used wisely.

Much time and effort went into the planning and design of the portrait. It is clear the

Points

32


Total Points: student worked at home as well as at school.

33

Venn Diagram

Criteria Beginning

1

Content-

Accuracy

Knowledge

Gained

Less than 4 accurate facts are displayed on the Venn diagram both in the similarities and differences categories.

The student shows a difficulty in understanding how to compare and contrast both books.

Creativity There is little evidence of creativity in the Venn diagram. The author does not seem to put much thought into the assignment.

Completion Only one of the categories were completed.

Developing

2

4 to 6 accurate facts are displayed on the

Venn diagram both in the similarities and differences categories.

The student shows a limited understanding of comparing and contrasting both books.

The Venn diagram contains few creative details and/or descriptions, but they distract from the purpose of the assignment.

Only two of the categories were completed.

Secure

3

At least 7 accurate facts are displayed on the Venn diagram both in the similarities and differences categories.

The student can accurately compare and contrast both books.

The Venn diagram contains many creative details and/or descriptions that contribute to the reader's understanding.

All three categories were completed.

Points


Total Points:

34

Open Minded Portraits

Criteria

Quality of

Construction

Attention to

Theme

Beginning

1

The quilt was put together sloppily.

Smudges, stains, rips, uneven edges, and/or stray marks are evident.

The student illustration is weak and does not relate to the theme of the unit.

Creativity There is little evidence of creativity in the quilt.

Developing

2

The quilt shows some attention to construction.

A few barely noticeable stray marks, smudges or glue stains are present.

The student gives a fairly reasonable illustration that relates to the theme of the unit.

The quilt contains few creative details.

Secure

3

The quilt shows considerable attention to construction.

There are no stray marks, smudges or glue stains.

The student gives a reasonable illustration that relates to the theme of the unit.

The quilt contains many creative details.

Points

Time and

Effort

Class time was not used wisely.

Class time was not always used wisely.

Class time was used wisely.

Much time and effort went into the planning and design of the quilt.


Total Points:

35

Participation

Criteria Beginning

1

Preparedness Often forgets needed materials or is rarely ready to get to work.

Developing

2

Almost always brings needed materials but sometimes needs to settle down and get to work.

Secure

3

Brings needed materials to class and is always ready to work.

Discussions Rarely contributed to class discussions.

Use of Class

Time

Did not use class time effectively.

Contributed to all class discussions with the exception of two.

Used some of the time well during each class period.

Contributed to class discussions on a daily basis.

Used time well during each class period.

Points

Attitude Often is publicly critical of the project or the work of other members of the group.

Often has a negative attitude about the task(s).


Total Points:

Occasionally is publicly critical of the project or the work of other members of the group.

Usually has a positive attitude about the task(s).

Never is publicly critical of the project or the work of others.

Always has a positive attitude about the task(s).

36

Bibliography

Bunting, Eve. Cheyenne Again. New York: Houghton Mifflin Company, 1995.

Speare, Elizabeth George. The Sign of the Beaver. New York: Dell Publishing,

1983.

Tompkins, Gail E. Literacy for the 21 st Century, A Balanced Approach. Columbus:

Merrill Prentice Hall, 2006.

37

Ten Day Unit on Culture

Culture Unit

5

Grade

Table of Contents

Teaching Schedule

Day One

Day 2

Day 3

Day 4

Day 5

Day 6

Day 7

Day 8

Day 9

Day 10

Formal Assessment Plans

Double Entry Journals

The Reading Lesson

Open Minded Portraits

Venn Diagram

Open Minded Portraits

Participation

Bibliography

Related documents

Products

Support

Ten Day Unit on Culture

Culture Unit

5

Grade

Table of Contents

Teaching Schedule

Day One

Day 2

Day 3

Day 4

Day 5

Day 6

Day 7

Day 8

Day 9

Day 10

Formal Assessment Plans

Double Entry Journals

The Reading Lesson

Open Minded Portraits

Venn Diagram

Open Minded Portraits

Participation

Bibliography

Related documents

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